APPLYING COMMUNICATIVE LANGUAGE TEACHING (CLT) TO ENHANCE EARLY ENGLISH SPEAKING IN KINDERGARTEN

Avtorlar

  • Tolibekova Feruza Minajatdinovna

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

  • Dauletmuratova Xurziya Elubaevna

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

Gilt sózler: Communicative Language Teaching (CLT), kindergarten learners, vocabulary acquisition, classroom interaction, communicative competence, Dell Hymes, Michael Canale, Merrill Swain, Savitri Savignon, action research, games, role-play, songs, participation.

Annotaciya

The article explores the use of Communicative Language Teaching (CLT) in teaching English to kindergarten learners. It investigates how interactive activities such as games, flashcards, role-plays, and songs influence children’s vocabulary learning and participation. The research was conducted through classroom-based action research in a preschool setting with learners aged 4-6. Findings show that CLT increases student engagement, motivation, and basic vocabulary use, although language output remains limited to simple words and short phrases. The study concludes that CLT is effective for early language learning, especially in large and interactive classrooms.

Paydalanılǵan ádebiyatlar

1. Canale M., Swain M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1980. – P. 1-47.

2. Hymes D. On communicative competence. In J.B.Pride, J.Holmes (Eds.), Sociolinguistics. – Harmondsworth: Penguin, 1972. – P. 269-293.

3. Nunan D. Language teaching methodology: A textbook for teachers. – New York: Prentice Hall, 1991.

4. Savignon S.J. Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley, 1983.

5. Savignon S.J. Interpreting communicative language teaching: Contexts and concerns. – New Haven & London: Yale University Press, 2002.